Strategic School Improvement Fund SSIF Round 2 Diminishing

Strategic School Improvement Fund (SSIF) Round 2: Diminishing the gap Paul Butler, Salma Rahman

Introductions • Paul Butler, Head of Exceed Teaching Schools • Salma Rahman, LLE and Headteacher, Horton Park Primary School (Consultant Headteacher for the project) • Resources: • http: //exceedacademiestrust. co. uk/teachings chools/school to school support/ssif 2/

Context • Df. E funding: £ 140 million nationally • Medium to long term school improvement activity • National and sub regional priorities • Eligibility criteria • Rigorous assessment of applications • Teaching Schools to provide the bulk of the support

Why this project? Why these schools? • • Literacy outcomes for disadvantaged children in Bradford are low, especially in relation to Reading where there is a greater gap to the national average demonstrated by 2016 KS 2 outcomes than for any other subject. The performance of disadvantaged children reflects the link between poverty and life chances and this impacts negatively on social mobility. In 2016, disadvantaged groups at all stages had significantly lower achievement. By the end of Year 6, the gap to the national average in the client schools had not significantly diminished. In Bradford, 46% of disadvantaged pupils achieved the expected standard at the end of year 6, compared to 64% of non disadvantaged pupils. For disadvantaged pupils, the combined client schools’ outcomes were just 36. 2% of pupils achieving the expected standard, 30 pp behind the national average for all pupils and 17 pp behind the national average for disadvantaged pupils. Literacy competence, especially in Reading for the client schools, is key to diminishing difference enabling children to grow as confident, active citizens. Improving literacy is an educational moral and economic imperative. Bradford is an Opportunity Area where facilitating social mobility through raised aspiration, literacy and improved school leadership are identified priorities.

Objectives and outcomes Objective: • To diminish the difference in Reading attainment for disadvantaged children in Key Stage 2 Intended Outcomes: • Baseline data to diagnose and analyse individual pupils’ needs • Interventions identified, implemented and evaluated • Leadership of English supported and capacity enabled • Whole school improvements in reading • Governance and parental engagement further enhanced/ developed • Key stage 2 disadvantaged children performing in line or exceed non disadvantaged

Successful application 10 client schools: • Holybrook Primary School • Marshfield Primary School • Lister Primary School • Princeville Primary School • Home Farm Primary School • Thackley Primary School • Blakehill Primary School • Lilycroft Primary School • Westbourne Primary School • Miriam Lord Primary School

Priority areas (based on 2016 outcomes) School Holybrook Home Fram Lister Marshfield Miriam Lord Princeville Disadv attainme nt X X Gap Dis v Non-Dis Boys V Dis Girls High ability Low ability dis X X X X X Thackley Lilycroft X Westbourne X Blakehill X X X X X

Allocation Element Funding Delivery £ 179, 250. 00 Administration £ 10, 850. 00 Project Management £ 67, 000. 00 Travel and subsistence £ 6, 400. 00 Total £ 263, 500. 00

Commitment High profile project Schools on Df. E lists! Close monitoring and reporting processes Likely to be questions from Ofsted if school is inspected Df. E monitoring visits and intervention in project if required Data and information from each school will bee needed on a regular basis • Monitoring through Teaching Schools’ School Improvement Board and termly headteacher meetings • Funding released retrospectively • Memorandum of Understanding • • •

Delivery • • • Done with, not to your school Realistic – expectations and timescales Focused on evidence based practice Funding for in house training & resources (£ 3, 000) and cover (£ 3, 000): Need action plan 28/03/18 pm Local Leader of Education (LLE) quality assurance Funded central training: CLPE Power of Reading (£ 3, 000 per school) Specialist Leader of Education (SLE) support: 17. 5 days over 4 terms Governor training Termly meetings with Headteachers Impact reports and data sharing Leeds Trinity University (Jonathan Doherty) evaluation: 10 days Potential to link to Bradford Literature Festival (Rachel Willshaw)

SLEs Planned support based on client school’s needs Client school owns the support SLEs are not supply or cover Don’t deliver model lessons Added capacity for leadership and to help develop internal capacity, e. g. support a newly trained TA, support English subject leader to undertake observations and work scrutiny • Schools will need to create an action plan for their use • • •

Timeline of activities (1)

Timeline of activities (2)

Diagnostic and interventions • New Salford Reading Age Tests • Menu of interventions • Scope to add more

Power of Reading - CLPE

Power of Reading - CLPE

Dates for your diary • 22 nd March, 1 -3 pm: Parent Hub training for ICT Coordinator and IT technician • 28 th March 9 am-3 pm: Interventions marketplace event for headteacher, English subject leader and/or SENC 0

In your pack • BACS form – please return to Anisa

Contact details • Paul Butler, Head of Teaching Schools: paulbutler@exceedacademiestrust. co. uk • Salma Rahman, Headteacher, Horton Park Primary School: salmarahman@hortonparkacademy. co. uk • Anisa Keran, Teaching School Administrator: anisakeran@exceedacademiestrust. co. uk